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Number Formation: print or use to copy.

Maths Tasks:

Learning Focus 1: Capacity


Your child will already have some experience with full and empty, this week you can help expand their knowledge to understand, half full, nearly full and nearly empty.

YOU WILL NEED: different materials (water, rice, cereal) and a variety of contains of different shapes and sizes.

VOCABULARY: full, empty, nearly full, nearly empty, half full/ empty, tall, short, thin, narrow, wide, shallow.


  • Fill a large tray or shallow item with cereal or rice. Allow your child to explore moving the cereal or rice between different sized containers. This is all about language, listening to what your child says and encourage mathematically correct language.
  • Fill a paddling pool, deep tray, large box or other container with water (adding washing up liquid to make bubbles or a small amount of paint or food colouring to add colour, always makes this more exciting). Add in a variety of contains in different shapes and sizes and again allow your child to explore, encourage language and comparisons.
  • While they are exploring, encourage your child to make direct comparisons by pouring from one container her to another.
  • While they are exploring, encourage your child to make indirect comparisons by counting how many pots it takes to fill each container. Can you child record what they find out, using numbers or tallies, or in their own new way?

Learning focus 2: Weight

Your child should already have some experience of weight, through carrying heavy and light items. Encourage your child to make direct comparisons using their hands to make estimates of which objects is heavier/ lighter.

LANGUAGE: Heavy, light, heavier, lighter, heaviest, lightest

MISCONCEPTION: children often believe an item that is bigger will always be heavier. Try and move away from this assumption by showing the small heavy things (e.g. rock), or larger and light (e.g. balloon)

EXPLAIN: we can use balance scale to find out which item is heavier or lighter. Make sure your child understand that the side that is lower is heavier and the side that is higher is heavier. If your child is having difficulty, compare this to your child holding two buckets of water, one in each hand; point out to them that the heavier one is lower as it is more difficult to carry, whereas they can lift up the lighter one higher.


  • Make your own balance scales (see picture below) if you do not have balance scales at home
  • Use an apple as your main item. Allow your child to hold the apple, ask them to find items that are heavier and lighter than the apple. Sort the objects and discuss their size; are all the heavier items larger? Use your balance scales to test whether your estimations are correct.
  • Make playdough and using your balance scales explore and compare different sized balls of dough. You could also compare dough balls to other objects.

Have a Teddy Bears Picnic!

  • Give your child two teddy bears, two plates etc.

  • Give your child an even amount of of plastic food or loose parts to represent different food items

  • Ask your child to share out the 'food' fairly so that each teddy gets the same

  • Talk about how it was shared and how each teddy bear has half of all the food, two equal amounts

Teddy Bear Picnic | Children Songs | Rhymes Songs | The Kiboomers

If your child is becoming confident in this area, try asking them to share objects between 3 or 4 people/ groups and see how they problem solve to answer these questions OR purposely give them an odd number of objects, and see what suggestions they come up with when they see there is left over items.

Count Down From 20 to 1

Listen and sing along with the songs to help with counting backwards and taking away.

Ten Green Bottles | Nursery Rhymes | Recycle Songs

Five Currant Buns In A Baker's Shop | 5 | NURSERY RHYME | RainbowRabbit | Counting Song |

Five Little Speckled Frogs | Nursery Rhymes | from LittleBabyBum!

GAME: Hidden Items!


  • Count out 5 cubes. Ask your child to check how many there are and ensure they know and can remember. 
  • Cover the cubes with a cloth, check that your child remembers how many there are. 
  • Take away some cubes counting them as you take them. 
  • Ask: how many cubes are there now? 
  • Repeat: with other amounts of cubes.
  • REMEMBER: to ask how your child worked out the answer, and say and write the number sentence to match your activity.